Linguistic Biographies of Yiddish Speakers in Estonia

Verschik, Anna

doi:10.7592/fejf2002.20.yiddish

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…As Özdil (2010) illustrates, the analysis of 'planning activities' in a functionalpragmatic sense (Rehbein, 1977) can be very helpful in attempting to understand the functional relationship between the two languages: to the extent that Pervin can be shown to plan her linguistic actions using planning schemata related to German grammar, her German would count as having become more L1-like than her Turkish. Thus, in light of the data at hand, it would seem that a clear, unequivocal 'L1'-versus-'non-L1' distinction is difficult to make and that both biographically dynamic (Verschik, 2002) and functionally differentiated conceptions are more useful.…”

Section: Discussion and Outlookmentioning

confidence: 99%

Receptive multilingualism in an immigrant constellation: Examples from Turkish–German children’s language

Herkenrath

2012

International Journal of Bilingualism

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This article investigates receptive bilingualism in elicited narrative conversations with Turkish–German children who have grown up in a setting of tension between productive and receptive competences: an immigrant situation with subtractive bilingualism. The acquisitional situation of the children tends to be bilingual in the preschool years, sometimes with a preference for Turkish, shifting towards German at the expense of Turkish as the children enter school. The further development of Turkish depends on communicative practices within the family and the attention given to immigrant languages within the school system. From a starting point of discourse passages in which adults speak entirely in Turkish while children respond in German, the article then focuses more closely on the longitudinal development of one child from the age of 7 to 11. The study documents empirical evidence of productive, non-productive and receptive competence in Turkish at different ages, and in particular the understanding and productive use of one complex subordinating construction. Keeping in mind the lexical and grammatical differences between German and Turkish, which preclude receptive multilingualism on the basis of similarity, the article suggests an expansion of the concept of ‘receptive multilingualism’ to include cases of acquired receptive knowledge.

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Section: Discussion and Outlookmentioning

confidence: 99%

Receptive multilingualism in an immigrant constellation: Examples from Turkish–German children’s language

Herkenrath

2012

International Journal of Bilingualism

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“…Äîñë³äaeåííÿ ìîâíèõ á³îãðàô³¿ äàº çìîãó ïðîñòåaeèòè äèíàì³êó ìîâíîãî âèáîðó, ìîâíèõ ïðåôåðåíö³é òà ìîâíî¿ êîìïåòåíö³¿ áàãàòîìîâíîãî ðåñïîíäåíòà (Verschik, 2002). Òîìó âèá³ð öüîãî ìåòîäó äëÿ âèâ÷åííÿ ìîâíî¿ àäàïòàö³¿ åòí³÷íèõ ðîñ³ÿí óâàaeàºìî îïòèìàëüíèì.…”

Section: ìåòîäè é ²íôîðìàíòèunclassified

“…The problem of choosing the language of communication: Ukrainian realities. Cognitive Studies / Études cognitives, 22. https://doi.org/10.11649/cs.2649 Verschik A. (2002).…”

Section: ïóðßªâàmentioning

confidence: 99%

Untitled

2023

Ukr. mova

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Çäàòí³ñòü ñâ³òîãëÿäíî, à â³äòàê êîíöåïòóàëüíî, åìîö³éíî, ìîðàëüíî-åòè÷íî ðîçìåaeîâóâàòè «ñâî¿õ» òà «÷óaeèõ» -öå åêçèñòåíö³éíà ïîòðåáà ëþäèíè, ùî âïðîäîâae áàãàòîâ³êîâî¿ ñêëàäíî¿ ³ñòîð³¿ ðîçâèòêó âáåçïå÷óâàëà ¿¿ ìåíòàëüíî-êóëüòóðíó ñò³éê³ñòü ó ïðîòèñòîÿíí³ ñïî÷àòêó áàíàëüíèì ïîáóòîâî-aeèòòºâèì, à çãîäîì ³ ñêëàäíèì ñîö³àëüíèì òà ³äåîëîã³éíîêóëüòóðíèì çàãðîçàì. Â óìîâàõ ðîñ³éñüêîãî â³éñüêîâîãî âòîðãíåííÿ ISSN 1682-3540. Ukra¿nsʹka mova, 2023, ¹ 2 4 Ã.Ì. ÑÞÒÀ óòðèìàííÿ «ñâîãî» íàö³îíàëüíîãî ñòðèaeíÿ ñòàëî äëÿ óêðà¿íö³â á³ëüø í³ae âèçíà÷àëüíèì çàâäàííÿì, à çáåðåaeåííÿ ³íòåëåêòóàëüíî-åñòåòè÷íèõ ³ ìîðàëüíî-åòè÷íèõ «ðàìîê» â îö³íþâàíí³ «÷óaeîãî» -á³ëüø í³ae áîë³ñíîþ ïðîáëåìîþ. Àäaeå î÷åâèäíî, ùî âèïðàâäàíà ó ñâî¿é ìàêñèìàëüí³é çàãîñòðåíîñò³ åêñïðåñèâíà ðåàêö³ÿ óêðà¿íñüêîãî ñîö³óìó íà ðîñ³éñüêó àãðåñ³þ ñòàëà ïóñêîâèì ìåõàí³çìîì êàðäèíàëüíîãî âèõîäó çà ìåae³ êî-ìóí³êàòèâíî-åòè÷íèõ íîðì ó öüîìó ñåãìåíò³ íàøîãî ìîâíîãî ñüîãîäåííÿ. Åìîö³éíî ðåàãóþ÷è íà òðàâìàòè÷íó ä³éñí³ñòü (îêóïàö³ÿ, îáñòð³ëè, êàòóâàííÿ é óáèâñòâà ìèðíîãî íàñåëåííÿ, ðóéíóâàííÿ ³íôðàñòðóêòóðè, åíåðãîñèñòåìè), óêðà¿íö³ çàñòîñîâóþòü òàê³ åêñïðåñèâíî-îö³íí³ ìîäå-ë³, ÿê³ äîíåäàâíà áóëè äàëåêî çà «÷åðâîíèìè ë³í³ÿìè» êîìóí³êàòèâíî¿ åòèêè. À ñüîãîäí³ ìàºìî ï³äñòàâè êîíñòàòóâàòè ¿õ ìàñîâå ïîøèðåííÿ ³ âõîäaeåííÿ â òåêñòè, à îòaeå, âèçíàòè ôàêòîãðàô³÷íó, äaeåðåëüíó çíà-÷óù³ñòü äëÿ âèâ÷åííÿ öüîãî ïåð³îäó ðîçâèòêó ìîâè.Ñâ³òîãëÿäíî-åìîö³éíå ñïðèéíÿòòÿ ðåàëüíîñòè íà ð³âí³ ìîâè âèÿâëÿºòüñÿ â êàðäèíàëüí³é ïîëÿðèçàö³¿ îö³íîê «ñâîãî» ³ «÷óaeîãî»: â³ä ïî÷àò êó ïîâíîìàñøòàáíî¿ â³éíè âîíè ñòàëè âèðàçíî îäíîïîëþñíèìè ³ êàòåãîðè÷íèìè («ñâîº» -ïîçèòèâíå, ãåðî¿çîâàíå, ãëîðèô³êîâàí å, «÷óaeå» -íåãàòèâíå, îáíèaeåíå, äåãóìàí³çîâàíå), à ïåðåõ³äí³ ìåae³, äèôóçí³ çîíè ì³ae íèìè ö³ëêîâèòî ñòåðò³.×è ìàº ãîñòðîòà ³ ïîëÿðí³ñòü îö³íîê, îïðèÿâíþâàíèõ ó ìåaeàõ îïîçèö³¿ «ñâ³é» -«÷óaeèé», ñèòóàòèâíî-åêñïðåñèâíèé õàðàêòåð? ßêà ïåðñïåêòèâà ¿¿ ïðèaeèâëåííÿ, óñò³éíåííÿ â ìîâí³é ñâ³äîìîñò³ ñîö³óìó, à â³äïîâ³äíèõ íîì³íàòèâíî-îö³ííèõ îäèíèöü -ó íàö³îíàëüíîìó ñëîâíèêó? Î÷åâèäíî, ùî öå ïèòàííÿ ÷àñó. Ñüîãîäí³ ae ìîaeåìî êîíñòàòóâàòè, ùî öå îçíàêà íå ò³ëüêè óñíî¿ ðîçìîâíî-ïîáóòîâî¿ ïðàêòèêè, à é ð³çíîñòèëüîâèõ ³ ð³çíîaeàíðîâèõ ïèñåìíèõ òåêñò³â. Çîêðåìà, çíèaeåíî-ïåéîðàòèâíà, à òî é â³äâåðòî îáñöåííà ëåêñèêà â ïåð³îä â³éíè ôîðìóº ³ñòîòíèé ñåãìåíò çàñîá³â íîì³íàö³¿ ÷è ìåíòàëüíî-ïîâå-ä³íêîâî¿ õàðàêòåðèñòèêè âîðîãà ÿê îñíîâíîãî ðåïðåçåíòàíòà àêñ³îëîãåìè «÷óaeèé» ó ð³çíîôîðìàòíèõ ïóáë³öèñòè÷íèõ òåêñòàõ, ïåðåäóñ³ì òàê çâàíèõ òåêñòàõ «øâèäêîãî ðåàãóâàííÿ» (íàïðèêëàä, ó ñþaeåòàõ çàãàëüíîíàö³îíàëüíîãî íîâèííîãî ìàðàôîíó, ì³ë³òàðíèõ çâåäåííÿõ, ïîë³òè÷í³é àíàë³òèö³, ïîâ³äîìëåííÿõ ³ ðåàêö³ÿõ â ³íôîðìàö³éíèõ òåëåãðàì-êàíàëàõ òà ñîöìåðåaeàõ, ó ñîö³àëüí³é òà ïîë³òè÷í³é ðåêëàì³). Ïëîùèíîþ ïóáë³÷íîãî äåìîíñòðóâàííÿ íåãàòèâíîãî ñòàâëåííÿ äî «÷óaeîãî», éîãî êîëîêâ³àë³çîâàíèõ îö³íîê ñòàþòü òàêîae ñòðóêòóðíî ëàêîí³÷í³, îäíàê ìàñîâî òèðàaeîâàí³ â³çóàëüíî-âåðáàëüí³ ì³í³aeàíðè ïîáóòîâî¿ êóëüòóðè: íàïèñè íà îäÿç³ é àêñåñóàðàõ, íàë³ïêè íà àâòî-ìîá³ëÿõ, ì³ñüê³ ìóðàëè òà ãðàô³ò³, êàñîâ³ ÷åêè, êâèòêè ó ãðîìàäñüêîìó òðàíñïîðò³, ìàðêè Óêðï...

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“…There is more to it: in an internally conflicted speech/ethnic community, the concept of 'own national language' is often vague and arguable. Jews are a classical example of an internally conflicted community (see Verschik, 2000Verschik, , 2002 for a discussion of Jewish multiple identities in Estonia). In such cases, the census data are to be interpreted with caution.…”

Section: Multilingualism In Estonia 379mentioning

confidence: 99%

Research into Multilingualism in Estonia

Verschik

2005

Journal of Multilingual and Multicultural Development

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The present paper concentrates on several issues relevant to research into multilingualism in Estonia. It is argued that a macrosociolinguistic approach is insufficient when not counterbalanced with microsociolinguistic studies (case studies of actual linguistic behaviour, linguistic creativity, mechanisms and practices of multilingual communication, construction of immediate and long-term strategies of multilingual communication, etc). Furthermore, it is demonstrated why the census of 2000 in Estonia gives a rather distorted picture of multilingualism. Another problem is the lack of scholarly attention to the so-called third languages (nonRussian and non-Estonian). The example of the Jewish community in Estonia shows how a minority with a supposedly common ethnohistorical background is in fact split into two separate groups (indigenous and nonindigenous) with different sociolinguistic profiles. It remains to be seen for which minority groups in Estonia the same kind of division is relevant. Finally, topics for future research (language change and identity construction, dynamics of multilingual conversation, emerging ethnolects) are outlined.

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Linguistic Biographies of Yiddish Speakers in Estonia

Cited by 6 publications

References 6 publications

Receptive multilingualism in an immigrant constellation: Examples from Turkish–German children’s language

Receptive multilingualism in an immigrant constellation: Examples from Turkish–German children’s language

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Research into Multilingualism in Estonia

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